The effectiveness of teaching strategies in improving student achievement in mathematics has been a topic of ongoing research. In Kosovo, vocational schools, especially those with an economics focus, face challenges in student engagement and achievement in mathematics, particularly in solving contextual problems related to economics. This study examines the impact of contextual teaching and learning (CTL) on students' mathematical problem-solving skills in economics, as well as students' attitudes toward this approach. This action research study employed a quasi-experimental design with a pre-/post-test approach. The research was conducted at the vocational high school "Andrea Durrsaku" in Kamenica, with 40 twelfth-grade students enrolled in the department of economics. The intervention lasted for six weeks, during which students engaged in problem-solving tasks related to economics using the modified CEICT (connection, experience, implementation, collaboration, transfer) model. Data collection included a pre-test, post-test, and a questionnaire with open-ended questions to measure students' attitudes toward the contextual approach. Results from the pre- and post-test indicated significant improvement in student achievement, particularly in solving contextual problems in economics. Students demonstrated better problem-solving skills after the six-week intervention. Additionally, the majority of students reported positive attitudes toward CTL, appreciating their relevance to real-life situations and their collaborative nature. The findings suggest that CTL significantly enhances student achievement in mathematics, particularly in the context of economics, by making learning more relevant and interactive. Students' positive attitudes toward this approach highlight its potential to foster deeper engagement and understanding. This research underscores the importance of integrating contextual learning strategies into vocational education to improve outcomes and better prepare students for real-world challenges.